Course Descriptions

EDU 535 The Teaching of Language Arts (3)
This course utilizes interdisciplinary and differentiated approaches to the teaching of language arts. Studies research-based models and methods for interrelating language arts. Projects which interrelate and integrate reading, writing, listening, speaking, viewing, visually representing and thinking are required.

EDU 567 Foundations of Reading Instruction (3)
Surveys the knowledge and research-based teaching strategies necessary to understand the nature of reading and the basic principles of reading instruction with a focus on phonemic awareness, phonics, fluency, vocabulary and comprehension and their integration. Includes use of professional resources to investigate historical and current trends differentiating in reading instruction. Field experience required.

EDU 568 Reading in the Content Areas (3)
Assists elementary and secondary classroom teachers with research-based reading and study skill strategies as they apply to the subject areas in their curriculum. Projects involve the use of differentiated lessons planning, practice and demonstration activities, and informal screening devices will be designed for specific content areas in the classroom. Field experience required.

EDU 584 Reading Assessment (3)
Using research, the course focuses on the diagnosis of reading difficulties. It includes the administration, interpretation, and use of informal assessment data to impact, prescribe and plan for differentiated instruction. Prerequisites: EDU 567, or equivalent. Field experience required.

EDU 590 Reading Intervention Practicum (3)
Utilizes research-based classroom instructional methods, materials and differentiated strategies based on informal assessment for use in correcting reading difficulties with students in the K-12 classroom. Prerequisite: EDU 567 and 584 or equivalent. Field experience required.

EDR 601 Methodology of Research (3)
Explores major research designs and methods emphasizing underlying assumptions, inquiry aims, participant selection, data collection and analysis, interpretation of findings, conclusions, and reporting.

EDU 604 Teaching Vocabulary and Reading
Comprehension (3) Assists teachers improve teaching vocabulary and comprehension. Research-based vocabulary and comprehension strategies are taught through modeling and differentiated lesson planning. Focus on the impact of vocabulary knowledge and reading comprehension.
Field experience required.
Prerequisites: EDU 567, or equivalent. Field experience required.

EDU 607 Beginning Reading for the Primary
Years (3)
Introduces theoretical foundations of emergent literacy, reading curriculum for primary children and research based best practices for teaching primary reading with a focus on phonemic awareness, phonics, fluency, vocabulary and comprehension and their integration. Applied project required.

EDU 611 Reading and Thinking Skills for the
Elementary Teacher (3)
Assists teachers in improving reading and thinking skills in their classrooms. Teachers will learn research based strategies which help organize students’ thinking. Techniques to guide the reading and thinking processes across the curriculum will be modeled.
Prerequisites: EDU 567, or equivalent. Field experience required.

EDU 612 Teaching Reading to Secondary, College,
and Adult Students (3)
Studies the major components involved in the teaching of reading at the secondary, college and adult levels. Includes research-based diagnostic-prescriptive procedures and the organization and implementation of corrective instruction in vocabulary, structural analysis, fluency, comprehension, and study strategies. Prerequisites:
EDU 567 and EDU 568, or equivalents. Field experience required.

EDU 613 Role of the Reading Specialist (3)
Focuses on research-based methods for implementing the duties and responsibilities of the reading professional. Includes consultative and coaching skills. The focus includes human relations and leadership skills.
Prerequisite: EDU 567 or equivalent.

EDU 716 Reading Diagnosis and Remediation (3)
Examines the administration of standardized assessments and interpretation of data and results for diagnosing disabilities which impact learning to read and success with the reading process. The focus is development and implementation of research-based, instructional, differentiated remedial lessons.
Prerequisite:
 EDU 567, 584 and 590 or equivalent and permission of advisor. Field experience required.
 (This course is for the M.S. or Ed.S. Degree, not the Ph.D. degree.)

717 Practicum in Reading (3)
Provides a supervised practicum which focuses on educators using research-based techniques, assessments and differentiated methodology for working with and coaching students, administrators, other teachers, and community members. The use of research-based strategies and materials addresses the prevention, identification, intervention and remediation of reading difficulties. Prerequisite: Admission to the M.S. or Ed.S. program in Reading or permission of reading program faculty. This is the capstone course in the graduate reading program.
Prerequisite: Permission of advisor.
(This course is for the M.S. or Ed.S. Degree, not the Ph.D. degree.).

EDU 718 Developmental Reading (3)
Explores the objectives, techniques, and procedures for research-based programs of developmental reading in K-12 schools. Serves as the foundation of studies to integrate differentiated reading instruction within
total academic programs.
Prerequisites: EDU 567 or equivalent or permission of instructor. (This course is for the M.S. or Ed.S. Degree, not the Ph.D degree.)

EDU 727 Advanced Practicum in Reading (3)
A supervised study in reading to apply advanced knowledge and skills in professional settings. Focus is on the reading teacher-leader developing research-based literacy projects in the school and community.
Prerequisite:
EDU 717 or permission of advisor. (This course is for the M.S. or Ed.S. Degree, not the Ph.D. degree.)

ECT 676 Technology Applications in the Teaching of Reading (3)
Prepares the Reading teacher to use a variety of technologies in the teaching of reading, and to augment instruction in a whole language classroom.